flat | About Me | Classification Of Trees | Classification of Marine Bacteria | Cells | Biomolecules Lab | Catalase Activity | Chromatography Lab | Light Intensity Lab/Homework | Yeast Respiration Lab | Venn Diagram | DNA Replication | Genetics Analysis | Medaka Fish Embryology Lab (Not the Story)

Blog: https://podcast.punxsy.k12.pa.us/users/14aul_cassi/

About Me

I'm Cassi and I am 14 and love to read, write, draw... and anything else that's artsy. I am currently attending Punxsutawney Area High School. I have lots of friends and love to roleplay stories from books with them. It's kinda like your the character and you write your part in a screen play and then the other person/people do and you go back and forth. After a while it gets really interesting and very addicting. My favorite movie is To Save A Life, my favorite song is I Don't Wanna Miss A Thing by Aerosmilth, my favorite book is Burned by Ellen Hopkins, and my favorite color is caught between purple and blue. This summer I went to Australia for 17 days. I loved it. I saw the ANZ Stadium where they had the 2000 Sydney Olympics, the aquatic center where they had the swimming events, Parliment House, the Sydney Opera House, and went snorkeling in the Great Barrier Reef. It was amazing. I also ate kangaroo tail and got to hold a koala! I like school. It gives everyone a chance to learn, grow up, and be with friends. My boyfriend is the best boyfriend in da world ^.^ Be jealousss (totally random I know ;) My bestest friends are Bethany, Emily, Linsie, Angellica, and Hannah. They is coooool.




Classification Of Trees

Tree common name	Deciduous or coniferous	Leaf type	Leaf arrangement	Commercial use	Provides habitat for…	Organism(s) that infect it	Provides food for…	Native to PA?	Other info
[American] Elm	Deciduous and semi-deciduous	Simple, toothed(small teeth)	Alternate	Carpentry, livestock farming, food, landscape, and biomass	sourrounding wildlife	Dutch elm disease	moths, butterflies, and catepillers	Yes.	There are many different hybrids of this tree.

Ulmus
Graceful, pretty, loner
Ulmus glabra-Wych Elm and Ulmus glaucescens- Gansu Elm
Squirrels, insects, and birds
The wind, rain, and sunlight
Water, glucose, and sunlight
Oxygen, beauty, and elegance
Dutch elm disease, lumberjacks, and other pests
Prosper, create, and be left as is
Forests, origins, and prosperity
One of many species of descended hybrids
America and some surrounding countries (hybrid species)
americana

(Note: pardon me if I did anything wrong because I'm not the brightest crayon in the box)

Classification of Marine Bacteria



Microbes are special too


Activity 1:
Background information
Find information that supports the following statements:
1. Microbes significantly impact our global climate. Microbes remove carbon dioxide from the atmosphere and by doing this it affects our climate change and state.
2. Marine microbes are very small and have been around for a long time. Scientists aren’t clear of microbes history and all of their functions.
3. Life on Earth could not exist without microbes. Microbes filter the air and without them life on earth would be a bit difficult.
4. Most marine microbes are beneficial. Marine microbes clear out carbon dioxide from the atmosphere into the ocean which keep our climate steady and keeps us healthy.
5. Microbes are everywhere. They are extremely abundant and diverse. Microbes are everywhere and even most likely undiscovered in places we haven’t yet figured to look and are getting discovered everyday.
6. There are new discoveries every day in the field of microbial oceanography. Yes.^

Activity 2:
What microbe are you?
Go to the following page and complete the quiz: http://cmore.soest.hawaii.edu/education/kidskorner/ur_q1.htm

1. When finished take a screen shot, or copy and paste the information about the microbe most like you.
2. View the dichotomous key provided by your teacher. Answer the following:
a. How are the steps in the dichotomous key organized? They are organized in order of imprtnace
b. What is the purpose of a dichotomous key? To help distinguish what bacteria are classified under by their characteristics.
c. What characteristics were used in the steps of the dichotomous key? Everyday things that we go through and shape our personality.

d. Which bacteria are you most closely related to? Methanacoccus
e. Which bacteria are you most different from? Pelagibacter

Activity 3:
Design a microbe
1. What characteristics must an ocean microbe have in order to survive? They must be able to reproduce a lot to keep their species going, they can shield themselves with a special coating from extreme conditions and they must be able to adapt with their surroundings easily.
2. What is density? Density is a unit of measure ment in which how tightly packed matter is per unit.

4. How are ocean microbes beneficial to the environment and life on Earth? Ocean microbes filter out the carbon dioxide from the atmosphere and help mammals and humans and other air breathing species to prosper.
5. Use common materials to design your microbe. What specific characteristics must it have and what materials did you choose to demonstrate those characteristics?
6. Describe what your environment looks like and the activities you would be doing as your microbe.

Cells

Onion Cells. 125 microns.


Biomolecules Lab

Hypothesis: I thought that egg yolk would be high in protein. (I was correct)




As you can see I have chosen to graph the foods Egg Yolk, Egg White, Carrots, Cannelini Bean, and Banana. For Egg Yolk (which is my food) I found that it was made of the biomolecule, Protein. By looking at the graph you can also see that Egg Whites are made of protein, Carrots are made of starches,simple sugars, and fats/oils. Cannelini Beans are made of fats/oils, proteins, and starches. Bananas are made of simple sugars, starches, and fats/oils.

Testing for Carbohydrates
There exists two simple laboratory tests for the two main types of carbohydrates: Simple sugars (monosaccharides and disaccharides) and starches (polysaccharides).

1. Simple sugars are tested with Benedicts’s Test:
Place 1 dropper full of the food solution to be tested and add 1 dropper full of Benedict’s solution. Heat the tube gently in a water bath for 3 minutes. If simple sugar is present, there will be a color change from blue through green to yellow/orange/red. Actually, an orange precipitate is formed.
Egg- no reaction or color change; absent



2. Starches are tested with the Iodine test:
Add 3-5 drops of Iodine to a dropper full of the substance. Do not heat. A color change from orange/brown to blue/black shows the presence of starch.
Egg-no color change of any kind. absent


Testing for Proteins – Biuret Test
Add 1 dropper full of Biuret solution to 1 dropper full of the substance. Do not heat. Results may not be immediate and could take 5 minutes. If there is protein, there will be a color change from blue to mauve.
Egg- Turned mauve instantaneously. present


Testing for Fats and Oils – Sudan IV test

Egg- Nothing happned; absent

State what you have learned through the activity/supporting evidence from the activity

I have learned that all foods are made of biomolecules and a food can be made up of one or more biomolecules. Eggs as you can see are very very high in protein since that as soon as the Biuret solution from the Biuret Test for testing for protien turned the egg yolk mauve instantaneously. The fact that the all (except one) the people who tested egg yolk agree that protein was present. I have also learned that carroats must
really contain starches for the fact that almost all the people who tested carrots got the result that starches were present. Cannellini Beans are made of a majority of three different biomolecules that can be deduced by the fact that there was a wide variety of results for the Cannelini bean but the ones that pretty much correspond with eachother are that the bean is made up of starches, fats/oils, and proteins. Egg whites are made of proteins but there must of been some things interfearing with the lab since there are a variation of the results for the egg whites.

Catalase Activity

Show the chart that you created.

Discuss your results from the activity, discuss your analysis of the activity from the spreadsheet (what did you learn, what was surprising, what connections can you make between temperature and enzyme activity and the presence of catalase in certain foods?)
For the catalase activity I was suprised that for the egg yolk when I tested it with the hydrogen peroxide that nothing happened. Typically when you put hydrogen peroxide on almost anything itll bubble from the bacteria on the object. I thought that since egg yolks are very unhealthy to consume when they arent cooked and the fact that eggs contain selmonela when they arent cooked as well. Typically when you add a warm temperature to a solvent then the reaction would be more intense and the reactants would move rapidly. For room temperature I expected not much of a reaction or not having one at all. For cold hydrogen peroxide added to the egg yolk I thought that something would "tense" up in the solution but again like with the other tests, there was no reaction (that I could see).

Develop a question about the catalase activity. Create a quality question about enzymes or enzyme action, etc. Either research to find the answer or use available materials to experiment to find the answer. If you research, list your sources. If you experiment, outline your experiment and explain your results.

How come when some people tested a food all others would either get no reaction or always get a reaction and then one person would get the exact opposite result? Does that mean that specimen of food had an enzyme disfuntion? Or would it just of been from the fact that something may of disturbed the experiment?

Chromatography Lab

My conclusion:

For my conclusion I think that leaves have different pigments because pigments can absorb certain wavelengths of light while reflecting others. Also the light of that is can be absorbed and can be used by the plant to power chemical reactions, while the reflected wavelengths of light determine the color the pigment will appear to the eye. I also believe that all plants have different chlorophyll. This is because leaves have different color pigments that absorb different amounts of sunlight. Finally, I have concluded that on the subject of Rf values I’ve noticed that mostly pigment 2, and pigment 3 details have basically around the same Rf’s for an example would be Plant d the Rf in pigment 2 is 0.13, and in pigment 3 the Rf is 0.14. To actually understand what chromatography is I have done some research and have came up with my own definition of chromatography which is the separating of molecules based on differential absorbtion and elution

Light Intensity Lab/Homework

What are the best possible conditions for making the maximum of ATP?

Hypothesis: I think you can get more ATP if the light intesity in lux is brighter and the lower the wave length is.

Light Intensity in Lux:
Bethany-0
Cassi-60
Tionna-120
Kasey-200

The hypothesis answers the question because we were right and our trial in the light intensity concludes this.


Light intensity determines the amount of ATP, or energy, made through photosynthesis because photosynthesis is light dependent.

The shorter the wavelength of light the more energy is made, therefore the longer the wavelength the less energy. This was discovered by Max Planck.

Pigment colors determine which colors of energy the plant or autotroph will be reflected or absorbed.

Wavelength is important for photosynthesis because it determines the amount of energy created in photosynthesis. The less wave length the more energy there is. Light intensity is important because photosynthesis needs light in order to create energy and the amount of light determines how much light energy will be created.

I learned that the maximum amount of ATP is produced when there is a greater wavelength and a very high amount of light intensity. Another thing I learned is that the minimum amount of ATP is produced when there is a lower wavelength and no sunlight.

My Chart:

Yeast Respiration Lab

Part 1: Starting Out











Part 2: First Assembled


10 minutes later. Notice how the balloon is inflated and that the bubbles/foam at the top are thicker and higher


20 minutes later. The balloon inflated slightly more and the bubbles/foam are thicker/more dense and rise higher


Next day: yeast at the bottom and solution atop. few bubbles still at the top

My hypothesis for this lab in part one is that those with the higher % of sugar solution will have their bread rise more. In part two those who have the higher % of sugar solution will have the balloon blow up bigger and release more gas.

During the lab it seemed as though those who chose the 10% sugar solution to use in part 1 the bread was easier to kneed and was a softer and in part 2 the balloon rose more and there were more bubbles. The independent variable for this experiment was the sugar solution and the dependant variable for this experiment was the yeast. The sugar solution did not change when added to the yeast but the yeast changed when the sugar solution was added. Yeast prefers a warmer environment were it could thrive. Sort of like how we prefer our body temperature and are most active at it. The sugar concentration changed the result because the yeast is eating the sugar in the solution, which causes the yeast to relieve gas, which is what inflates the balloon. The more sugar solution that is mixed with the yeast the higher the bread will rise so those who used the 10% solution will have the bread that rises the most. The yeast carries out fermentation because there is no oxygen and it releases carbon dioxide.

Observations:
Sugar solution: 10%
Part2(10 min): balloon inflates quicker than others in group. more foam at top. yeast particles floating around through out solution.
20 min: solution more even. looks like yeast dissolved. more bubbles/foam. ballon more inflated. thicker.
24 hours: solution and yeast seperated. No bubbles. Balloon inflated alot.

The end result in the lab is that the volume of the gas in the my balloon was 100.33 cubic mL

Venn Diagram

DNA Replication

step 1-single strand of DNA


step 2- begin to unravel and split into separate strands

step 3- each now are split with the bases attached(only one)

step 4- new bases that match up are conjoined with old ones

step 5- backbones form and two strands of DNA are now present

Write a brief description of what happens in DNA replication and in what phase of mitosis DNA replication happens:

DNA occurs interphase stage of mitosis and When DNA replication takes place weaker hydrogen bonds that join complementary bonds together become broken. The two different sides of the DNA ladder start to unravel. The original strands stay intact with a set of the original nucleotides. Polymerases fuse those free nucleotides into the DNA strand. Then you have a new strand(aka backbone) and you have two Identical strands of DNA

Genetics Analysis

1. Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive. There are many traits that are dominant as well as rare. In our class there was no one with a white forelock and as well as mid-digital hair. There were only two girls in the whole class that had it and it is dominant.
2. What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
What else does having a white forelock mean? Does it signify if you will have any medical or physical problems?
3. You will also look at 2 other traits not used on the site that we looked at in class. You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!). Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
The trait for having a brown pigmented iris is dominant. There are 13 girls total in our class and 12 of them had a brown pigmented iris. There are 5 boys total in our class and 3 of them had a brown pigmented iris. Not only was it most common but it was indeed the dominant trait over the recessive trait of a blue pigmented iris. The trait for having a long second toe was dominant as well. 7 out of 13 girls had it and 2 out of 5 boys had it in our class. It is indeed dominant but is just as common as having a shorter second toe shown from these statistics.
4. Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment.
My father has the trait for a long second toe. He indeed shows it through his phenotype. My mother doesn’t have it. I do have it. It could be possible that my father had the homozygous trait for it and my mom had the heterozygous trait or she could have homozygous trait for long second toe. So I could either have the HO trait for It or the HE trait for it. I can only find out for sure if I could examine my grandparents toes and my sisters. I did my sisters and found that she does have it. So my conclusion is that her and I have the HE trait for a long second toe while my father has HO and my mother has HO short toe trait.

Medaka Fish Embryology Lab (Not the Story)

Day One

Here is our first look at baby Tybalt (or Tybalta if a girl). Sorry for this picture being a side view but we know that he is 36 hours old. You can see the 3 brain divisions, the oil globule is very noticable, filaments are present, the germinal disk, and the chorion membrane are all present.

Day Two
Our Baby got its first heart beat! He's growing up so fast! Watch these two videos closely and you can see where the heart is and how it beats and possibly the blood flow if the quality is ok.




Tybalt is at stage 24 and you can see everything that's labeled. He has a heart beat count of 76 beats per minutes. So cute!

Day 3


As you can see he developed his bladder(urinary) and his eyes. You can also faintly see his now colored blood. You can see it a lot better on the video. 128 heart beats per minute
He is 103 hours and on stage 30.